Massachusetts Tests for Educator Licensure Exam Braindumps

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MTEL Massachusetts Tests for Educator Licensure

Test Detail:
The MTEL (Massachusetts Tests for Educator Licensure) is a series of exams administered by the Certification Board for Massachusetts educators. These tests are designed to assess the knowledge and skills of individuals seeking educator licensure in the state of Massachusetts. Here is a detailed overview of the MTEL, including the number of questions and time, course outline, test objectives, and test syllabus.

Number of Questions and Time:
The number of questions and time allotted for each MTEL test may vary depending on the specific test. The MTEL consists of multiple-choice questions, open-response items, and performance tasks. Typically, the exams include:

- Number of Questions: Approximately 100 to 150 questions
- Time Limit: Varies between 4 to 4.5 hours

Course Outline:
The MTEL exams cover a wide range of syllabus related to education and specific subject areas. The specific course outline will depend on the test you are taking. The MTEL offers exams in various subjects, including English, Math, Science, Social Studies, Early Childhood Education, Special Education, and more. The course outline typically includes the following components:

1. Subject-Specific Knowledge:
- Content knowledge specific to the subject area, such as literature, mathematics, history, or science.
- Pedagogical knowledge related to teaching strategies and instructional methods specific to the subject area.

2. Foundations of Education:
- Educational psychology and learning theories.
- Child development and educational theories.
- Classroom management and assessment techniques.

3. Professionalism and Instructional Practices:
- Ethics and professional responsibilities.
- Effective teaching practices.
- Diversity and inclusion in the classroom.
- Technology integration in education.

Exam Objectives:
The objectives of the MTEL exams are to assess the candidate's knowledge and skills in the relevant subject area and their readiness to become licensed educators. The specific objectives vary depending on the exam, but generally include:

- Evaluating subject-specific knowledge and understanding.
- Assessing pedagogical knowledge and instructional strategies.
- Evaluating the ability to apply knowledge to real-world teaching scenarios.
- Testing knowledge of assessment and data analysis techniques.
- Assessing knowledge of educational theories and best practices.
- Evaluating understanding of diversity, inclusion, and special education practices.

Exam Syllabus:
The MTEL test syllabus varies depending on the specific test. Each test has a unique syllabus that outlines the content areas and competencies to be assessed. The syllabus typically includes:

- Subject-specific content areas and knowledge domains.
- Competencies and skills required for effective teaching in the subject area.
- Recommended resources and study materials.
- Guidelines for the different question formats, such as multiple-choice, open-response, and performance tasks.

It is important to note that the MTEL exams cover a wide range of subjects and grade levels, and the specific content and emphasis within each test may vary. It is recommended to consult the official MTEL website or authorized study resources for the most accurate and up-to-date syllabus and test information for the specific test you are planning to take.

Massachusetts Tests for Educator Licensure
Certification-Board Massachusetts information

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Certification-Board
MTEL
Massachusetts Tests for Educator Licensure
https://killexams.com/pass4sure/exam-detail/MTEL
Question: 444
Based on the results of this experiment, of the people who died of coronary artery disease before
age 65
A. 18 percent were women
B. 20 percent were women
C. 85 percent were men
D. 102 percent were men
Answer: C
Question: 445
A group of 1000 men and 1200 women between the ages of 50 and 65 are to be studied for
coronary artery disease. Based on the original study, which of the following results could be
predicted most reliably?
A. Eight (8) women will die of coronary heart disease after they reach age 65.
B. Sixteen (16) women will show significant evidence of coronary artery disease.
C. Forty-four (44) men will die of coronary artery disease after they reach age 65.
D. Sixty-five (65) men will show no significant evidence of coronary artery disease.
Answer: B
Question: 446
A chemistry student placed a strip of blue litmus paper and a strip of pink litmus paper in a glass
dish. Then she added a drop of dilute sulfuric acid to each strip of litmus paper. She observed
that the blue litmus paper turned pink, but the pink litmuspaper did not change color. Next she
placed a drop of sodium hydroxide (NaOH) on other strips of blue and pink litmus paper. This
time, the pink litmus paper turned blue, but the blue litmus paper did not change. Finally, she put
a drop of distilled water onstrips of blue and pink litmus paper. Neither strip changed color. She
repeated the tests several times with the same results. The student concluded that acids turn blue
litmus paper pink; bases, such as sodium hydroxide, turn pink litmus paper blue.As water did not
affect either pink or blue litmus paper, she reasoned that water was not an acid or a base, but a
neutral substance. Keeping these results in mind, the student poured a little sodium hydroxide
into a beaker containingpink and blue litmus paper. Then she added hydrochloric acid (HCl)
drop by drop until the solutionbecame neutral. She determined that a new, neutral substance had
formed in the beaker. The substance was table salt, or sodium chloride (NaCl), which isone of
167
many salts formed from an acid and a base. If a drop of an unknown substance turns blue litmus
paper pink, but does not change pink litmus paper, the substance is a(n):
A. acid
B. base
C. water
D. salt
Answer: A
Question: 447
In the presence of potassium hydroxide (KOH):
A. blue litmus paper turns pink
B. pink litmus paper turns blue
C. blue litmus paper becomes darker
D. pink litmus paper does not change
Answer: B
Question: 448
When strips of
blue and pink litmus paper are put in a beaker filled with a clear solution, neither
litmus paper changes color. The solution:
A. must be water
B. must be neutral
C. may be an acid
D. may be a base
Answer: B
Question: 449
In another experiment, the student added hydrochloric acid drop by drop to a solution of sodium
hydroxide containing strips of originally blue and originally pink litmus paper. As she continued
adding acid, the originally:
168
A. pink litmus paper remained pink
B. blue litmus paper remained blue
C. blue litmus paper turned from pink back to blue
D. pink litmus paper turned from blue back to pink
Answer: D
Question: 450
Based on the results of this experiment, a salt would be formed when:
A. NaCl is combined with NaOH
B. H2O is combined with HCl
C. KOH is combined with HCl
D. HCl is combined with H2OSO4
Answer: C
Question: 451
In setting up an aquarium, several factors must be considered before introducing fish. Which of
the following factors could be tested using litmus paper?
A. salinity
B. acidity
C. chlorination
D. temperature
Answer: B
Question: 452
The complex behavior of the poor-sighted, three-spined male stickleback fish has been studied
extensively as a model of species behavior in courtship and mating. After a male has migrated to
a suitable spot, he builds a spawning nest of sand and sediment. In courting, he performs a
special "zigzag" dance. The female then follows the male to the nest where she spawns and he
fertilizes the spawned eggs. Also, male sticklebacks have been shown to exhibit territorial
behaviors. A biologist performed three experiments to learn more about the behavior of the
stickleback. Experiment 1 Tank 1 and Tank 2 are set up with identical conditions and one male
stickleback is placed in each tank. Both fish build nests in their respective tanks. The male from
Tank 1 is removed from his tank and is replaced with an egg-laden female; the male from Tank 2
169
is removed from his tank and is introduced into Tank 1. In Tank 1, the male does not perform the
zigzag dance and no spawning occurs. The male retreats to a corner of the tank. Experiment 2 A
male stickleback in an aquarium builds his nest. A fat, round male is introduced into the
environment. The original male performs the zigzag dance and attempts to lead the round male to
the nest. The round male refuses and begins to flap his fins and swim in circles. The first male
then begins to flap his fins, circle his nest, and occasionally prod the other fish to a far corner of
the tank. Experiment 3 A small, flat-shaped female is introduced into a tank where a male has
built a nest. The male circles the female a few times, and then retreats to a corner of the tank.
The experimental data would support the hypothesis that the purpose of the male stickleback's
mating dance is to:
A. keep away other male sticklebacks.
B. fertilize the eggs.
C. lure and entice the female to the nest
D. establish territorial rights.
Answer: C
Question: 453
Based on observations from the above experiments, which factor initially stimulates the male to
do the zigzag dance?
A. The physical environment.
B. The shape of the fish.
C. The number of fish in the tank.
D. The sex of the fish.
Answer: A
Question: 454
Which experiment supports the hypothesis that the male exhibits territorial behavior?
A. 1 only.
B. 2 only.
C. 1 and 2 only.
D. 1, 2, and 3.
Answer: C
170
Question: 455
To further investigate the territorial behavior of the stickleback, the biologist should vary which
of the following factors in Experiment 2?
A. The temperature of the water.
B. The fatness of the male fish.
C. The sediment and sand in the tank.
D. The size of the tank.
Answer: D
Question: 456
To clarify the results of Experiment 1, the biologist should set up which of the following test
situations?
A. Maintain the positions of the male sticklebacks and add another egg-laden female to Tank 1.
B. Place both male sticklebacks in Tank 2.
C. Return the original male stickleback to Tank 1 and observe its behavior with the female fish.
D. Repeat the experiment using a different species of fish.
Answer: C
Question: 457
A male stickleback has been established in an aquarium and has built a nest. If one egg-laden
female and several flat-shaped male sticklebacks are placed in the tank, one would most likely
observe:
A. all the males would perform the zigzag dance.
B. all the males would circle the female.
C. only the male that was originally in the tank would perform the zigzag dance.
D. the female would retreat to a corner.
Answer: C
171
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Certification-Board Massachusetts information - BingNews https://killexams.com/pass4sure/exam-detail/MTEL Search results Certification-Board Massachusetts information - BingNews https://killexams.com/pass4sure/exam-detail/MTEL https://killexams.com/exam_list/Certification-Board Licensure and Certification Disclosures

Alabama

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction with a concentration in Education Leadership* (*AL professional leadership certificate-Class A 30-credit masters’ degree and completion of a state-approved approach to certification), MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Secondary Education with STEM Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

Alabama participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include documentation of meeting comparable test requirements. Educational administration and instructional support applicants must meet specific experience requirements.

For MEd students - Alabama does not recognize "endorsements". A person may seek additional certification in certain fields if they; 1) currently hold an Alabama Professional Educator Certificate in a teaching field; AND 2) verifies 2-yrs classroom teaching experience in grades P-12; AND 3) passes the appropriate Alabama prescribed Praxis subject area test.

Learn more about Alabama state board teaching certification requirements.

Alaska

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

For MEd students - If an endorsement is completed outside of Alaska, the applicant must be eligible to gain a comparable endorsement or certificate, including any required testing, for that state. This method requires two years of teaching experience in the content area and passing scores on the endorsement-related content area exam. Only where content area exam(s) have been identified may endorsements be added with this method.

Learn more about Alaska state board teaching certification requirements.

Arizona

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Arizona state board teaching certification requirements.

Arkansas

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

For MEd students – When coursework has been completed through an out-of-state university, the area must first be applied to the out-of-state license.

Learn more about Arkansas state board teaching certification requirements.

California

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, BA Middle School Mathematics, BA Middle School Science, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about California state board teaching certification requirements.

Colorado

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Colorado participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements for applicants with less than 3-years' experience include: 1. Educator preparation program approval from an accredited institution; 2. Degree in content area; 3. Supervised student teaching or internship experience; 4. State-approved alternative educator prep program.

SNHU has not completed the program approval process in Colorado.

Learn more about Colorado state board teaching certification requirements.

Connecticut

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Connecticut participates in the NASDTEC Interstate Agreement and jurisdiction-specific requirements for an inexperienced teacher with less than 30 months of experience within the past 10 years under an appropriate certificate include: 1. Documentation of completion of a bachelor's degree from an accredited college/university; 2. Recommendation from state-approved teacher preparation program documenting completion of a program; 3. Verification of appropriate experience under a teaching certificate from the district(s) where service was provided (if applicable); 4. Copy of an appropriate certificate covering service time (if applicable); and 5. Successful passage of state-adopted or equivalent out-of-state assessments (unless exempted per statute).

For MEd students – Applicants requesting endorsements to serve as an intermediate administrator or supervisor, a superintendent of schools, or a memorizing and language arts consultant must complete a state-approved planned program of educator preparation at an accredited college or university, leading to a formal institutional recommendation for certification.

The SNHU School of Education works with students to ensure the coursework requirements in Connecticut are met.

Learn more about Connecticut state board teaching certification requirements.

Delaware

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Delaware state board teaching certification requirements.

District of Columbia

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Learn more about District of Columbia state board teaching certification requirements.

Florida

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Florida state board teaching certification requirements.

Georgia

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Georgia participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Moral fitness or character; 2. Acceptable license, as determined by our agency; 3. Assessments; 4. Experience; 5. Course in exceptionalities for certain fields.

For MEd students – Endorsements can only be added from Georgia approved programs.

SNHU has not completed the program approval process in Georgia.

Learn more about Georgia state board teaching certification requirements.

Hawaii

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Special Education

Learn more about Hawaii state board teaching certification requirements.

Idaho

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

For MEd students – Endorsements can only be added from Idaho approved programs.

Learn more about Idaho state board teaching certification requirements.

Illinois

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Illinois participates in the NASDTEC Interstate Agreement and provides a Professional Educator License (PEL) Checklist for Out of State Applicants which states that upon evaluation, additional documentation may be requested by the Illinois State Board of Education (ISBE) prior to the license being issued. The process includes creating an account; consideration for all areas listed on the valid, comparable out of state license; official transcript; and a copy of the valid out of state license. School support personnel (except for school nurse) and administrative endorsements require completion of a master's degree or higher.

Learn more about Illinois state board teaching certification requirements.

Indiana

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Indiana participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include content and pedagogy tests, current CPR/AED/Heimlich certification and suicide prevention training. Once requirements are met, a 2-year license is issued.

For MEd students – Endorsements can only be added from Indiana approved programs.

Learn more about Indiana state board teaching certification requirements.

Iowa

Education Programs that Do Not Meet the Requirements

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

Iowa participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing; 2. Specific coursework; 3. Program approval (state-approved).

For MEd students – Endorsements from out-of-state programs require a transcript review and are decided on a case-by-case basis.

SNHU has not completed the program approval process in Iowa.

Learn more about Iowa state board teaching certification requirements.

Kansas

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Kansas participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Valid license; 2. Recency, which equals credit hours or experience within the last 6 years; 3. Testing – similar out-of-state tests accepted.

For MEd students – Endorsements can only be added from Kansas approved programs.

SNHU is unable to determine the similarity of out-of-state tests.

Learn more about Kansas state board teaching certification requirements.

Kentucky

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Kentucky participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. GPA; 2. Mentoring, student teaching or practicum in teacher prep program; 3. Look for approved, accredited teacher-prep program; 4. Holds or has held a valid certificate from state where teacher program was completed; 5. Post-baccalaureate coursework or degrees for advanced level certification; 6. Moral character and fitness; 7. Assessments for new teachers.

For MEd students – Endorsements can only be added from Kentucky approved programs.

SNHU has not completed the program approval process in Kentucky.

Learn more about Kentucky state board teaching certification requirements.

Louisiana

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Special Education

State Specific Requirements

For MEd students – Endorsements from out-of-state programs require a transcript review and are decided on a case-by-case basis.

Learn more about Louisiana state board teaching certification requirements.

Maine

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Maine participates in the NASDTEC Interstate Agreement and has the Jurisdiction-specific requirement of specific coursework.

The SNHU School of Education works with students to ensure the coursework requirements in Maine are met.

Learn more about Maine state board teaching certification requirements.

Maryland

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Maryland participates in the NASDTEC Interstate Agreement, however, it only has full reciprocity for approved out-of-jurisdiction teacher preparation programs. Jurisdiction-specific requirements include: 1. Required degree (transcript); 2. Tests; 3. License; 4. Verification of satisfactory experience less than 3 years.

SNHU has not completed the program approval process in Maryland.

Learn more about Maryland state board teaching certification requirements.

Massachusetts

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Massachusetts participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Passing the Communication & Literacy MTEL test; 2. Passing any subject matter MTEL test(s.; 3. For core academic licenses, possession of a Sheltered English Immersion (SEI. Endorsement. SEI is required for an Initial (level 3. license, those that pass the test can get a preliminary (level 1. license and advance when they earn SEI.

The SNHU School of Education works with students to help them identify which MTEL exams they need to take that meet both the New Hampshire and Massachusetts testing requirements since Massachusetts does not recognize Praxis, however the New Hampshire Department of Education recognizes MTEL exams in lieu of Praxis.

Learn more about Massachusetts state board teaching certification requirements.

Michigan

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Michigan state board teaching certification requirements.

Minnesota

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Minnesota only requires the passing of content and pedagogy exams for individuals licensed based on teacher preparation from another state. For some licensure areas, specifically in low-incidence special education fields, the content test taken outside of Minnesota may meet our requirement. Additionally, an individual with a professional license from another state that has not completed teacher preparation, may meet the requirements of a Minnesota Tier 3 license if they also have 2 years of teaching experience.

Learn more about Minnesota state board teaching certification requirements.

Mississippi

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Mississippi state board teaching certification requirements.

Missouri

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration

Learn more about Missouri state board teaching certification requirements.

Montana

Education Programs that Meet the Requirements

BA Elementary Education

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd in Secondary Education with STEM Education; MEd Leadership

State Specific Requirements

Montana participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: PRAXIS II scores, degrees, character and fitness, and credit count if not CAEP/NCATE approved EPP.

The SNHU Elementary Education program is CAEP accredited.

Learn more about Montana state board teaching certification requirements.

Nebraska

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Nebraska participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Content test; 2.Human relations course; 3. Special education course; 4. Valid certificate from other state; 5. Transcripts and institutional verification by college of endorsement; 6. Fingerprint clearance.

Learn more about Nebraska state board teaching certification requirements.

Nevada

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Nevada state board teaching certification requirements.

New Hampshire

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Early Childhood Special Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd Leadership CINADM, MEd Leadership in Curriculum Administration, MEd Leadership in School Administration, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about New Hampshire state board teaching certification requirements.

New Jersey

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about New Jersey state board teaching certification requirements.

New Mexico

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

New Mexico participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Bachelor's degree or higher; 2. Completion of a standard or alternative educator preparation program; 3. Current license; 4. Must take New Mexico assessments if they have not used their license to teach in another state.

Learn more about New Mexico state board teaching certification requirements.

New York

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

New York participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Must have completed a comparable state approved program in the subject and grade level; 2. Bachelor's degree; 3. Undergraduate GPA of 2.5; 3. Paid full-time experience of 3 years within the last 5 years in the cert area and grade level; 4. New York State exams and workshops; 5. Moral character.

SNHU has not completed the program approval process in New York.

Learn more about New York state board teaching certification requirements.

North Carolina

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Special Education

State Specific Requirements

North Carolina participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: Completion of an approved educator preparation program.

SNHU has not completed the program approval process in North Carolina.

Learn more about North Carolina state board teaching certification requirements.

North Dakota

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about North Dakota state board teaching certification requirements.

Ohio

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Ohio participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing or other forms of assessment; 2. Supervised and evaluated pre-service or professional experience; 3. Program approval comparability.

SNHU has not completed the program approval process in Ohio.

Learn more about Ohio state board teaching certification requirements.

Oklahoma

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Oklahoma state board teaching certification requirements.

Oregon

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Oregon participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Bachelor's degree; 2. An active, valid license from the state where teacher preparation was completed; 3. Fingerprint-based background check; 4. Content area assessment; 5. The Protecting Student and Civil Rights in the Educational Setting requirement; 6. Official transcripts.

Learn more about Oregon state board teaching certification requirements.

Pennsylvania

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Pennsylvania participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Grade point average; 2. Content assessment(s); 3. Basic skills if undergraduate; 4. GMC questions; 5. State-approved program

SNHU has not completed the program approval process in Pennsylvania.

Learn more about Pennsylvania state board teaching certification requirements.

Rhode Island

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Rhode Island participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing; 2. Program approval comparability; 3. Valid teaching license.

SNHU has not completed the program approval process in Rhode Island.

Learn more about Rhode Island state board teaching certification requirements.

South Carolina

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

South Carolina participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Valid Stage 1 or 2 license; 2. Passing score on a content examination; 3. Clear federal and state background reports; 4. Comparable area of certification.

Learn more about South Carolina state board teaching certification requirements.

South Dakota

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Reading, MEd Leadership, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

M.Ed. in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

South Dakota participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing (Praxis); 2. Educational program comparability; 3. State statutorily required coursework; 4. Moral fitness; 5. Citizenship; 6. Valid experience in classroom; 7. Valid license in other state ; 8. Post-baccalaureate coursework/degrees; 9. National Board Certification; 10. Pedagogy verification.

SNHU has not completed the program approval process in South Dakota.

Learn more about South Dakota state board teaching certification requirements.

Tennessee

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Tennessee state board teaching certification requirements.

Texas

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Texas participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Completion of a state-approved preparation program; 2. Minimum of a bachelor's degree issued by an accredited institution of higher education; 3. Issuance of a standard certificate by the state department of education.

SNHU has not completed the program approval process in Texas.

Learn more about Texas state board teaching certification requirements.

Utah

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Reading

State Specific Requirements

Utah participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Passage of the appropriate Utah approved content knowledge assessment at Utah's established passing score OR passage of a reasonably equivalent assessment used for this purpose by another state; 2. Content and pedagogy coursework reasonably equivalent to Utah's required coursework; 3. Completion of some type of student teaching, internship or employment placement.

SNHU has not completed the program approval process in Utah.

Learn more about Utah state board teaching certification requirements.

Vermont

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration

Learn more about Vermont state board teaching certification requirements.

Virginia

Education Programs that Do Not Meet the Requirements

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

Virginia participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Be at least 18 years of age; 2. The appropriate fees as determined by the Virginia Board of Education and complete the application process; 3. Have earned a baccalaureate degree; 4. Possess good moral character and be free of conditions outlined in Part VII (8VAC20-23-720 et seq.) in the Licensure Regulations for School Personnel; 5. Official student transcripts; 6. Out-of-state license(s), the endorsement area and any additional documentation received with the license(s); 7. Certification of Child Abuse and Neglect Recognition and Intervention Training. An individual may request a waiver must submit a “Request for a Waiver Form”; 8. Individuals seeking initial licensure shall complete awareness training on the indicators of dyslexia, as that term is defined by the Board pursuant to regulations, and the evidence-based interventions and accommodations for dyslexia; 9. Individuals Seeking an Initial License with Endorsement(s) in an Area of Career and Technical Education: Industry Certification Credential (Career and Technical Educators Only); 10. Individuals Seeking an Initial License with an Endorsement as a School Counselor: Training in the Recognition of Mental Health Disorder and Behavioral Distress (School Counselors Only); 11. Individuals seeking initial licensure with an endorsement as a school counselor must include verification of this statutory required training in the recognition of mental health disorder and behavioral distress, including depression, trauma, violence, youth suicide and substance abuse. Refer to Superintendent’s Memo #313-17 for additional information on training options to meet this requirement; 12. Effective August 23, 2019, a school leader's licensure assessment prescribed by the Virginia Board of Education shall be met for all individuals who are seeking an endorsement authorizing them to serve as principals and assistant principals in the public schools; 13. Every teacher seeking an initial license in the Commonwealth with an endorsement in the area of career and technical education shall have an industry certification credential, as defined in 8VAC20-23-10, in the area in which the teacher seeks endorsement. If a teacher seeking an initial license in the Commonwealth has not attained an industry certification credential in the area in which the teacher seeks endorsement, the Virginia Board of Education may, upon request of the employing school division or educational agency, issue the teacher a provisional license to allow time for the teacher to attain such credential.

Learn more about Virginia state board teaching certification requirements.

Washington

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Washington participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Transcripts showing bachelor's or higher degree; 2. Verification of teacher preparation program completion; 3. Basic skills and endorsement area testing; 4. Fingerprinting submitted to Washington State Patrol and FBI for background check.

Learn more about Washington state board teaching certification requirements.

West Virginia

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

West Virginia participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements if licensed in another state include: 1. Minimum grade point average; 2. Official transcripts; 3. graduation from an accredited institution of higher education; 4. Student teaching experience or equivalent documented experience.

Learn more about West Virginia state board teaching certification requirements.

Wisconsin

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Wisconsin participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include the following: 1. Teachers can bypass jurisdiction-specific requirements if they have a valid license from another jurisdiction and one-year of licensed experience; 2. Teachers who hold a valid license from another jurisdiction but do not have a year of licensed experienced are strongly encouraged to obtain the experience on a 1-year Wisconsin license and then apply for a 3-year provisional license, which leads to a lifetime license.

Learn more about Wisconsin state board teaching certification requirements.

Wyoming

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Wyoming state board teaching certification requirements.

All jurisdictions that participate in the NASDTEC Interstate Agreement may choose to have additional requirements for educators who are coming from another jurisdiction. The additional requirements are known as "Jurisdiction Specific Requirements" (JSRs). When applicable these are noted in the State Specific Requirements column.

Thu, 30 Jul 2020 16:51:00 -0500 en text/html https://www.snhu.edu/consumer-information/state-authorizations/licensure-and-certification-disclosures New Cardiology Certification Board: What's the Plan?

The proposal by the major cardiovascular societies in the US to form a new board of cardiovascular medicine to manage initial and ongoing certification of cardiologists represents something of a revolution in the field of continuing medical education and assessment of competency.

Five US cardiovascular societies — the American College of Cardiology (ACC), the American Heart Association (AHA), the Heart Failure Society of America (HFSA), the Heart Rhythm Society (HRS), and the Society for Cardiovascular Angiography & Interventions (SCAI) — have now joined forces to propose a new professional certification board for cardiovascular medicine, to be known as the American Board of Cardiovascular Medicine (ABCVM).

The ABCVM would be independent of the American Board of Internal Medicine (ABIM), the current organization providing maintenance of certification for cardiologists as well as many other internal medicine subspecialties. The ABIM's maintenance of certification process has been widely criticized for many years and has been described as "needlessly burdensome and expensive."

The ABCVM is hoping to offer a more appropriate and supportive approach, according to Jeffrey Kuvin, MD, a trustee of the ACC, who has been heading up the working group to develop this plan.

Kuvin, who is chair of the cardiology at Northwell Health, Manhasset, New York, a l arge academic healthcare system, explained that maintenance of certification has been a subject of discussion across the cardiovascular community for many years, and the ACC has a working group focused on the next steps for evaluation of competency, which he chairs.

"The subject of evaluation of competence has been on the mind of the ACC for many years and hence a work group was developed to focus on this," Kuvin noted. "A lot of evolution of the concepts and next steps have been drawn out of this working group. And now other cardiovascular societies have joined to show unification across the house of cardiology and that this is indeed the way that the cardiovascular profession should move."

"Time to Separate from Internal Medicine"

The general concept behind the new cardiology board is to separate cardiology from the ABIM.

"This is rooted from the concept that cardiology has evolved so much over the last few decades into such a large multidimensional specialty that it really does demarcate itself from internal medicine, and as such, it deserves a separate board governed by cardiologists with collaboration across the entirely of cardiology," Kuvin said.

Cardiology has had significant growth and expansion of technology, tools, medications, and the approach to patients in many specialities and subspecialties, he added. "We have defined training programs in many different areas within cardiology; we have our own guidelines, our own competency statements, and in many cases, cardiology exists as its own department outside of medicine in many institutions. It's just time to separate cardiology from the umbrella of internal medicine."

The new cardiology board would be separate from, and not report to, the ABIM; rather, it would report directly to the American Board of Medical Specialties (ABMS), the only recognized medical certification body in the US.

What Are the Proposed Changes

Under the present system, managed by the ABIM, clinicians must undergo two stages of certification to be a cardiologist. First, they have to pass the initial certification test in general cardiology, and then exams in one of four subspecialties if they plan to enter one of these, including interventional cardiology, electrophysiology, advanced heart failure or adult congenital heart disease.

Next, clinicians enter the maintenance of certification phase, which can take three different forms: 1) taking another recertification test every 10 years; 2) the collaborative maintenance pathway — a collaboration between ACC and ABIM, which includes evaluation, learning and a certified test each year; or 3) longitudinal knowledge and assessment — in which the program interacts with the clinician on an ongoing basis, sending secured questions regularly.

All three of these pathways for maintenance of certification involve high stakes questions and a set bar for passing or failing.

Under the proposed new cardiology board, an initial certification test would still be required after fellowship training, but the maintenance of certification process would be completely restructured, with the new approach taking the form of continuous learning and assessment of competency.

"This is an iterative process, but we envision with a new American Board of Cardiovascular Medicine, we will pick up where the ABIM left off," Kuvin notes. "That includes an initial certifying examination for the five areas that already exist under the ABIM system but with the opportunities to expand that to further specialties as well."

He points out that there are several areas in cardiology that are currently not represented by these five areas that warrant some discussion, including multimodality imaging, vascular heart disease, and cardio-oncology.

"At present, everybody has to pass the general cardiology test and then some may wish to further train and get certified in one of the other four other specific areas. But one subject that has been discussed over many years is how do we maintain competency in the areas in which clinicians practice over their lifetime as a cardiologist," Kuvin commented.

He said the proposed cardiology board would like to adhere to some basic principles that are fundamental to the practice of medicine.

"We want to make sure that we are practicing medicine so that our patients derive the most benefit from seeing a cardiologist," he said. "We also want to make sure, however, that this is a supportive process, supporting cardiologists to learn what they know and more importantly what they don't know; to identify knowledge gaps in specific area; to help the cardiologist fill those knowledge gaps; to acknowledge those gaps have been filled; and then move on to another area of interest. This will be the focus of this new and improved model of continuous competency."

The proposed new board also says it wants to make sure this is appropriate to the area in which the clinician is practicing.

"To take a closed book certified test every 10 years on the world of cardiology as happens at the current time – or the assessments conducted in the other two pathways – is often meaningless to the cardiologist," Kuvin says. "All three current pathways involve high stakes questions that are often irrelevant to one’s clinical practice."

Lifelong Learning

"The crux of the changes we are proposing will be away from the focus of passing a test towards a model of helping the individual with their competency, with continuous learning and evaluation of competency to help the clinician fill in their knowledge gaps," he explains.

He described the new approach as "lifelong learning," adding that, instead of it being "a punitive pass/fail environment with no feedback, which causes a lot of discontent among clinicians," it will be a supportive process, where a clinician will be helped in filling their knowledge gaps.

"I think this would be a welcome change not just for cardiology but across medical specialties," Kuvin said.

He also pointed out the ABMS itself is considering a continuous competency approach, and the proposed new cardiology board aims to work with the ABMS to make sure that their goals of continuous competency assessment are matched.

"The world has changed. The ability to access information has changed. It is no longer imperative for a clinician to have every piece of knowledge in their brain, but rather to know how to get knowledge and to incorporate that knowledge into clinical practice," Kuvin noted. "Competency should not involve knowledge alone as in a closed book exam. It is more about understanding the world that we live in, how to synthesize information, where we need to Strengthen knowledge and how to do that."

Kuvin acknowledged that asking clinicians questions is a very helpful tool to identify their knowledge base and their knowledge gaps. "But we believe the clinician needs to be given resources – that could be a conference, an article, a simulation - to fill that knowledge gap. Then we could ask clinicians some different questions and if they get those right then we have provided a service."

Tactile skills for cardiologists needing to perform procedures – such as interventionalists or electrophysiologists may be incorporated by simulation in a technology-based scenario.

On how often these assessments would take place, Kuvin said that hadn't been decided for sure.

"We certainly do not think an assessment every 10 years is appropriate. We envision, instead of an episodic model, it will be rather a lifelong journey of education and competency. This will involve frequent contact and making sure knowledge gaps are being filled. There are criteria being set out by the ABMS that there should be a certain number of touch points with individuals on an annual as well as a 5-year basis to make sure cardiologists are staying within specific guardrails. The exact nature of these is yet to be determined," he said.

Kuvin added that it was not known yet what sort of hours would be required but added that "this will not be a significant time burden."

What is the Timeframe?

The application to the ABMS for a separate cardiology board is still ongoing and has not yet received formal acceptance. Representatives from the five US cardiovascular societies are in the initial stages of formulating a transition board.

"The submission to the ABMS will take time for them to review. This could take up to a year or so," Kuvin estimates.

This is the first time the ABMS has entertained the concept of a new board in many years, he noted. "It will be a paradigm shift for the whole country. I think that cardiology is really at the forefront and in a position where we can actually do this. If cardiovascular medicine is granted a new board, I think this will help change the approach of how physicians are assessed in terms of continuous competency not just in cardiology but across all specialties of medicine."

He added: "We are confident that we can work within the construct of the ABMS guidelines that have been revised to be much more holistic in the approach of continuous competence across the board. This includes thinking beyond rote medical knowledge and thinking about the clinician as a whole and their abilities to communicate, act professionally, work within a complex medical system, utilize medical resources effectively. These all have to be part of continuous competence."

How Much Will This Cost?

Noting that the ABIM has received criticism over the costs of the certification process, Kuvin said they intend to make this "as lean a machine as possible with the focus on reducing the financial [burden] as well as the time burden for cardiologists. It is very important that this is not cumbersome, that it is woven into clinical practice, and that it is not costly."

But he pointed out that building a new board will have significant costs.

"We have to think about developing initial board certification examinations as well as changing the paradigm on continuous certification," he said. "This will take some up-front costs, and our society partners have decided that they are willing to provide some start-up funds for this. We anticipate the initial certification will remain somewhat similar in price, but the cost of ongoing continuous competency assessment will be significantly reduced compared to today's models."

Kuvin said the collaboration of the five participating US cardiovascular societies was unprecedented. But he noted that while the transition board is beginning with representatives of these individual societies, it will ultimately be independent from these societies and have its own board of directors.

He suggested that other societies representing other parts of cardiology are also interested. "Cardiology has recognized how important this is," he said. "Everybody is excited about this."

Thu, 07 Dec 2023 08:53:00 -0600 en text/html https://www.medscape.com/viewarticle/new-cardiology-certification-board-what-s-plan-2023a1000umq Advisory Board

Patrick R. McCarter

Managing Director, Technology & Business Services Telecom & Media

Patrick R. McCarter is a Managing Director and the Co-Head of the Global Technology, Media and Telecommunications ("TMT") group. He focuses on buyout and growth equity investments in larger companies including software, business services, semiconductors, communications, systems and related distribution businesses. Mr. McCarter is based in Menlo Park, California. Since joining Carlyle in 2001, Mr. McCarter has been actively involved with the firm's investments in Veritas, Dealogic, CommScope, Inc. (NASDAQ: COMM), Open Link Financial, Inc. (acquired by H&F), Open Solutions, Inc. (acquired by Fiserv), Freescale Semiconductor (acquired by NXP Semiconductors), Jazz Semiconductor (acquired by Acquicor Technology, Inc.), Sippican, Inc. (acquired by Lockheed Martin), and CPU Tech (acquired by Boeing). Prior to joining Carlyle, Mr. McCarter was at Morgan Stanley with a focus on financial institutions in New York. Mr. McCarter received his B.S. with a double major in industrial engineering and economics from Northwestern University and an M.B.A. from the Harvard Business School. Mr. McCarter is currently a member of the Boards of Directors of Veritas and Dealogic.

Fri, 14 Aug 2020 21:15:00 -0500 en text/html https://www.mccormick.northwestern.edu/industrial/people/advisory-board.html Former Stoneham police officer sentenced for defrauding landlords No result found, try new keyword!A former detective sergeant in the Stoneham Police Department was sentenced Thursday to two years of probation after pleading guilty last year to defrauding his landlords in a scheme to live rent-free ... Thu, 04 Jan 2024 04:42:00 -0600 en-us text/html https://www.msn.com/ National Board Certification FAQs

Should I take EDCI 5515 or EDCI 5959 credits?

EDCI 5515 credits should be taken if you want to use the National Board Certification toward your Master's degree in Curriculum & Instruction. EDCI 5959 credits are for continuing education only and will NOT be accepted on your Program of Study for the Master's degree in C&I.

Will there be classes offered to help me proceed through the National Board Certification process?

Yes, a series of seminars and workshops are offered through the Wyoming National Board Certification Initiative each semester. Information about these seminars and workshops is posted and updated on the Wyoming NBC website. Graduate level Curriculum and Instruction credit is available for these seminars (courses listed as EDCI 5515). These courses are designed to support teachers as they grow as professionals and simultaneously proceed through the Board Certification process and the UW Master’s program.

Where will the classes be offered?

The classes are offered around the state of Wyoming to allow participation across the state. Dates and locations for upcoming seminars and workshops can be found on the Wyoming NBC website. Participants enroll in the courses through UW Outreach Credit Programs (toll free phone number: 1-800-448-7801). Up to 9 total credit hours of the seminars can be taken by enrolled graduate students. Up to 9 total seminar/workshop credit hours may be applied as electives in the Curriculum and Instruction Master’s program.

Who will teach these classes?

The seminars are taught by Barbara Maguire, a Nationally Board Certified teacher and expert in the NBC process.

How many times can I take the NBC class?

Graduate students/National Board Candidates can enroll in the seminars as many times as necessary/desired. For those seeking graduate degrees, up to 9 credits can be applied to the Curriculum and Instruction Master’s degree program as elective hours dependent upon the student’s committee approval.

What about tuition?

Students will pay regular graduate tuition for the seminar classes. View the current UW fee schedule.

Will I need to complete a Thesis or Plan B paper to finish my C&I degree? No, the NBC Portfolios will be accepted in Lieu of a Plan B Paper for teachers pursuing NBC Certification and a UW Master’s degree simultaneously. This acceptance is dependent upon committee approval (not acceptance by the National Board). An agreement to utilize this procedure and maintain portfolio confidentiality has been reached between UW and the NBPTS (National Board for Professional Teaching Standards). The NBC portfolio must be submitted and defended (in a meeting with the student’s graduate committee) prior to initial submission to the NBPTS. The committee’s portfolio copies will be destroyed after the defense.

Note: The Rubric for Assessment of the presentation is provided below.

If I am already a National Board Certified teacher, can I apply my NBC work retroactively to a graduate degree?

No, the program is designed for those working on National Board Certification and a C&I Master’s degree simultaneously.

How do I apply for a UW Curriculum and Instruction Graduate Program?

The graduate application and other information can be found here.

What if I have Additional Questions?

If you have additional questions, please contact the UW Department of Curriculum and Instruction (curriculum@uwyo.edu; 307-766-6371).

Assessment Checklist for National Board Certification (NBC)

Portfolio & Presentation

Committee members will evaluate the following areas and will determine if the student/NBC candidate accomplished each of these aims/activities at a level sufficient to warrant the substitution of the NBC portfolio and presentation for the Plan B requirement. S/U (Satisfactory/Unsatisfactory) will be assigned for each area, and an overall evaluation of “S” must be achieved for portfolio to serve in lieu of the Plan B paper.

______ Overall evaluation of the portfolio and presentation as suitable substitutes for Plan B

paper/project and defense

Presentation of NBC Portfolio to Master’s Committee:

______Student provides a brief overview of National Board Certification process and portfolio

______Student describes process of working on the portfolio (including connections to C&I courses

taken, time commitment, assessments and data analysis, and reflections)

______ Student presents at least one explicit connection between the portfolio documentation and

his/her C&I Master’s Degree coursework (e.g. assessment strategy learned in literacy specific

course was used to evaluate student work included in NBC portfolio), and explains ways processes informed each other

_____ Student describes challenges, pleasures, difficulties associated with the NBC process

_____Student summarizes learning derived from portfolio process and completion

More information on National Board Certification:

Visit our Course Schedule page to view projected MA core and emphasis course offerings

Sun, 12 Nov 2023 09:24:00 -0600 en text/html https://www.uwyo.edu/ste/masters-degrees/national-board-certification-faq.html Scholars concerned over how history will portray Jan. 6 No result found, try new keyword!Three years after the Jan. 6 riot at the U.S. Capitol, a divide remains over what people believe happened and who bears responsibility. This split has scholars concerned about how this chapter of ... Fri, 05 Jan 2024 01:20:27 -0600 en-us text/html https://www.msn.com/ Board of Directors No result found, try new keyword!Cooper has been an active RAPS volunteer and has served as leader and co-leader of the RAPS Chicago Chapter and member of the Regulatory Affairs Certification Board. Daniela Drago ... as vice ... Tue, 21 Sep 2021 06:12:00 -0500 text/html https://www.raps.org/who-we-are/governance/raps-board-of-directors Changes in Board Certification Could Strengthen Vascular Surgery Training

Certification and Accreditation

Certification in vascular surgery (VS) in the United States is currently the responsibility of the American Board of Surgery (ABS), which is also responsible for certification in general surgery (GS). The ABS is one of 24 certifying boards that are members of the American Board of Medical Specialties (ABMS). As such, it is responsible for certifying those surgeons who are found to be qualified after meeting specific training requirements and completing an examination process. Certification in VS is specifically overseen by the Vascular Surgery Board (VSB), a component board of the ABS. Details of the ABS and VSB structure can be found on their Web site ( www.absurgery.org ). It should be noted that the ABS is responsible for certification of individuals and is not responsible for hospital credentialing or surgeon reimbursement.

Accreditation of VS training programs in the United States is the responsibility of the Accreditation Council for Graduate Medical Education (ACGME), which develops accreditation standards and reviews accredited programs for compliance. In VS and GS, this is done by the Residency Review Committee for Surgery (RRC-S), one of 26 specialty-specific review committees of the ACGME. Details of the ACGME and RRC-Surgery structures can be found on their Web site ( www.acgme.org ). It should be noted that the RRC-S is responsible for establishing minimal training requirements in VS training programs but is not responsible for individual surgeon certification. However, surgeons seeking certification by an ABMS board must successfully complete an ACGME-accredited residency training program.

Currently, VS is a specialty board of the ABS, such that primary certification in GS is required before a secondary certificate in VS can be obtained. Similarly, completion of an ACGME-accredited residency program in GS is a prerequisite for VS training in an ACGME-accredited program. However, recertification in GS is not required to maintain certification in VS.

Cite this: Changes in Board Certification Could Strengthen Vascular Surgery Training - Medscape - Nov 01, 2004.

Fri, 22 Dec 2023 10:00:00 -0600 en text/html https://www.medscape.com/viewarticle/498511 10 Tea Tree Oil Uses Backed By Experts

Curious how to integrate tea tree oil safely and effectively into your wellness routine and lifestyle? Check out the 10 expert-backed suggestions below.

1. Tea Tree Oil for Acne

Diluted tea tree oil can be a helpful ingredient in face wash, especially for acne-prone skin. A study in the Medical Journal of Australia found participants benefited more from using a gel containing 5% tea tree oil for the treatment of mild to moderate acne than a lotion containing 5% benzoyl peroxide (a common acne-fighting ingredient used in skincare products). The results suggested tea tree oil helped reduce both inflamed and non-inflamed lesions better than the benzoyl peroxide lotion. The tea tree oil gel did work slower than the benzoyl peroxide lotion, but it also led to fewer side effects .

2. Tea Tree Oil for Healthy Hair

This essential oil is often added to shampoo in various potencies to help relieve an itchy scalp, as well as restore hair’s natural luster. Some studies show tea tree oil used in combination with other essential oils like lavender oil may provide young women with relief from mild hirsutism, the growth of coarse, dark hair in areas where women typically grow fine hair or no hair at all . Additional research suggests tea tree oil can be beneficial in treating dandruff .

3. Tea Tree Oil for Improving Circulation

According to naturopathic physician and founder of Wise Woman Herbals Sharon Maire Tilgner, tea tree oil can also be helpful for people with skin wounds, ulcers and bed sores.

“Tea tree is specifically indicated for external use in areas with decreased circulation and stagnation. Many people with diabetes, for instance, use tea tree oil neat (not diluted) on non-healing wounds with miraculous results,” she says. “I believe this [skin response] is due to a mix of antiseptic activity and the increase in local blood flow to the area. Decubitus ulcers or bed sores, another condition related to inadequate blood flow, are also quick to respond to tea tree oil’s healing action.”

4. Tree Tree Oil for Nail Health

Onychomycosis, a fungal infection of the nails, is a common condition that affects about 10% of adults . Tea tree oil is one of the few homeopathic remedies that can be effective in treating it .

Researchers from the Department of Dermatology at the University of California San Francisco tested a cream consisting of 2% butenafine hydrochloride and 5% tea tree oil among 60 participants with onychomycosis. After 16 weeks of use, 80% of participants cured their nail fungus.

5. Tea Tree Oil for Healthy Skin

Many skin ailments can lead to itching—common issues include fungus, athlete’s foot and ringworm. Research suggests tea tree oil can help alleviate these issues, especially when dealing with tinea pedis, or foot fungus. One study of 158 people noted a significant improvement in the presence of foot fungus after applying a diluted solution of tea tree oil for four weeks .

6. Tea Tree Oil as an Oral Wash

Many oral health companies add tea tree oil to their mouthwash products to help clean teeth and gums naturally. It’s also easy to make your own tea tree oil-powered oral rinse at home.

To make your own mouthwash:

Add three drops of tea tree oil to a small glass of water.
Swirl the mixture in your mouth, then spit out.
Repeat every time you brush.

One study in the European Journal of Dentistry on the benefits of tea tree oil against gingivitis, plaque and bleeding gums suggests it can be a natural and effective solution for people who prefer it to traditional mouthwash products . However, be mindful not to swallow any tea tree oil-based oral rinse, as it’s not safe to ingest.

7. Tea Tree Oil as an Antiseptic Skin Cleanser

Often used for its widespread antiseptic and antimicrobial benefits, tea tree oil can be used on cuts, burns, abrasions and boils. It can also be effective in treating certain kinds of staph infections. Due to its antiseptic and wound healing properties, many body piercing artists recommend using a diluted form of tea tree oil to help heal and clean piercings as well.

8. Tea Tree Oil for Respiratory Health

“Combined with lavender oil, tea tree oil is a great inhalation treatment for sinus or lung infections,” says Robinett. Try it in a bath or shower, diffuser or as a facial steam, she suggests.

9. Tea Tree Oil as a Household Cleaner

Adding a few drops of tea tree oil to a natural all-purpose cleaning spray can help boost the cleanliness of your home. (For best results, use the solution the same day it’s prepared.)

To make your own all-purpose cleaning spray:

Mix three cups of water and a half-cup of white vinegar in a glass spray bottle.
Add 10 to 12 drops of tea tree essential oil.
Shake before use.

Generally, it’s best to test the cleaner on small sections of various surfaces before using it throughout your home.

10. Tea Tree Oil for General Wellness

“I use tea tree oil in my body wash and also as an essential oil for diffusing in the home when we want to clean and clear the air,” says Robinett. “The scent is also very invigorating, like peppermint, so it can be great for waking up or simply clearing the senses.”

Fri, 05 Jan 2024 01:39:00 -0600 en-US text/html https://www.forbes.com/health/supplements/tea-tree-oil-uses/ Board Certified Behavior Analyst (BCBA) vs Registered Behavior Technician (RBT) Career Paths

Drexel University School of Education

Board Certified Behavior Analyst (BCBA) and Registered Behavior Technician (RBT) are two distinct credentials within the field of Applied Behavior Analysis (ABA) therapy, a category of therapy that employs positive reinforcement practices to treat individuals with behavioral and developmental issues, such as autism, ADHD, traumatic brain injury, and dementia. RBTs and BCBAs often work together, and both roles offer opportunities for a rewarding career making a difference in the lives of those needing treatment. However, there are key differences between the two professions in terms of level of education, certification requirements, and job responsibilities. When thinking about a career as a RBT vs BCBA, understanding the differences will help you select the pathway that’s right for you.

What is a Board Certified Behavior Analyst (BCBA)?

BCBAs are behavior therapists with a graduate-level certification, who assess individuals’ behavioral issues and then develop treatment strategies for improving targeted behaviors. Using positive reinforcement tools, the goal of their work is to teach individuals academic and/or behavioral skills to acquire as much independence in their personal and professional lives. BCBAs work with individuals of all ages and practice across a range of settings, but education and healthcare are the most common industries for the profession. Because of their level of training and certification, BCBAs are qualified to supervise the work of Registered Behavior Technicians (RBTs).

What is a Registered Behavior Technician (RBT)?

An RBT is a paraprofessional within the field of ABA therapy who has received the training and demonstrated competency to become certified to support the work of a board certified behavior analyst (BCBA). Under the supervision of a BCBA, RBTs provide important ABA services, helping to implement behavioral interventions and other teaching strategies to help individuals struggling with behavioral challenges. The RBT is an entry-level role in the field of ABA, and while many RBTs continue their education and work toward their BCBA certification, others may choose to remain at the paraprofessional level.

What's the Difference Between RBTs and BCBAs?

The main difference between RBTs and BCBAs is that BCBAs are trained and certified to practice independently, while RBTs are trained and certified to only provide ABA services designed by and under the supervision of BCBAs. An RBT is an entry-level position in the field of ABA and does not require as much education and training, while a BCBA requires an advanced degree and a higher level of training and certification.

Job Responsibilities

RBTs help implement behavioral treatment strategies but are not responsible for assessing individuals’ behaviors, designing treatment plans or providing supervision. RBTs support BCBAs by implementing learning goals and behavior support plans and assisting with data collection. They may also be responsible for providing notes on observations of individuals’ experiences and progress.

BCBAs are responsible for a broader scope of tasks. Depending on the setting, BCBAs may be responsible for conducting intake interviews and screenings and functional behavior and skills assessments and designing, training and monitoring data collection systems and behavioral and skills interventions. BCBAs also are responsible for communicating progress or changes in treatment strategies with the appropriate stakeholders. BCBAs work with parents, administrators and other professional disciplines to develop goals and behavior support plans. In school settings, BCBAs may not only provide services for individual students but also to the school through school-wide positive behavior support programs.

Education and Training Requirements

Aspiring RBTs must hold a high school diploma (or equivalent), be able to demonstrate basic math and literacy skills, and pass a background check. Eligible individuals must also complete a 40-hour RBT training program and acquire and demonstrate competencies, which must be overseen by a BCBA or a qualified Board Certified Assistant Behavior Analyst (BCaBA). The 40-hour RBT training program provides instruction on basic ABA assessment and measurement techniques, programming for skill acquisition, behavior reduction procedures, proper documentation, and ethical standards and requirements. Upon completion of the RBT training program, individuals must pass a RBT Competency Assessment demonstrating their skills in the field.

BCBA candidates must hold a master’s degree and complete 315 hours of coursework in ABA. Graduate degree programs, like Drexel’s MS in Applied Behavior Analysis and Applied Behavior Analysis certificate, that are ABAI-verified provide the coursework necessary to the take the Board Certified Behavior Analyst® examination. Aspiring BCBAs must also complete 1,500-2,000 hours of fieldwork supervised by a qualified BCBA.

Certification and Licensure

To become certified, RBTs and BCBAs must pass qualifying examinations. The 90-minute RBT certification test covers the same content areas included in the 40-hour training program, and upon passing the exam, individuals will be listed in the RBT registry and can begin applying to jobs using the RBT title. RBT certification must be renewed every year, and the renewal process includes documentation of supervision, adherence to the RBT code of ethics, and completion of a renewal competency assessment. The four-hour BCBA certification test covers the content areas of behavior-analytic skills and client-centered responsibilities, and after successful completion of the exam, individuals are considered board certified and can apply for positions using the BCBA title. BCBA certification must be renewed every two years, and the renewal process includes continuing education requirements and adherence to the BCBA code of ethics.

Certified RBTs do not need to obtain a state license in order to practice, and BCBA licensing requirements vary from state to state. Some states do not require a license, some states require BCBA certification for licensure. Individuals should visit the APBA Licensure and Other Regulation of ABA Practitioners page to learn about the requirements of their state. Currently, Pennsylvania’s licensing law for the practice of ABA therapy does not require BCBA certification, and individuals must apply for the Behavior Specialist license through the State Board of Medicine. Requirements for Pennsylvania’s Behavior Specialist license include a master’s degree, background checks, and documentation of 1,000 hours of supervised clinical experience, among other criteria.

Skills

When working with individuals with behavioral and development issues, successful RBTs and BCBAs exhibit qualities that lead to compassionate and holistic care. Both RBTs and BCBAs must display empathy, so that patients feel understood and respected, and adaptability because patients’ needs, personalities, and treatment strategies are unique and can evolve over time. RBTs and BCBAs must also create calm environments and exhibit patience, as treatment strategies are implemented over the long term and progress can take time.

In addition to these critical qualities, BCBAs must possess additional skills, including analytical and data collection skills to identify behavioral patterns, design research-based and individualized treatment strategies, and track progress over time. Successful BCBAs have advanced communication skills to work effectively with patients and to explain diagnoses and treatment strategies with patients’ partners, families, and other stakeholders. When working with children, BCBAs must also be skilled in parent education, minimizing any confusion about causes for behavioral issues, diagnoses, treatment plans, and expectations for progress.

Salary and Job Outlook

The average salary for an RBT in the U.S. is $36,218, or $17.76 per hour, according to Payscale. The average salary for a BCBA in the U.S. is $68,554, also according to Payscale. For both RBTs and BCBAs, salaries may vary based on location and years of experience. In the field of ABA therapy as a whole, individuals can build a career in many settings and industries, so there is an equally wide range of earnings potential.

The demand for trained and certified RBTs and BCBAs has increased dramatically in exact years and continues to grow year over year. According to the Bureau of Labor Statistics, employment for positions similar to RBTs is expected to grow 9% between 2021 and 2031, especially as the U.S.’s aging population faces cognitive issues related to Alzheimer’s disease and dementia. The demand for BCBAs has increased 5,852% between 2010-2021, with the greatest increase in California, Massachusetts, Texas, Florida, and Illinois.

Pursuing a Career in Applied Behavior Analysis

RBTs and BCBAs are both essential roles in the field of ABA therapy, and both professions are experiencing exponential growth. As you consider the career path that’s right for you, it’s important to select the academic program or programs that will best prepare you for the specific responsibilities you will perform. Some RBTs work to become BCBAs while gaining important professional experience at the same time. Gathering the right credentials means earning a bachelor’s degree and then selecting a graduate program, like Drexel’s Master of Science (MS) in Applied Behavior Analysis (ABA).

Drexel’s MS program equips students with the skills and knowledge they need for a successful career in the ABA profession and provides the required courses for taking the Behavior Analyst Certification Board (BACB) exam. For those with a master’s degree but not in ABA, Drexel offers a certificate in Applied Behavior Analysis that provides the ABAI-verified coursework necessary for taking the BACB exam.

Interested in a career as a BCBA? Take the first step by applying or requesting more information about our ABA programs.

Sat, 04 Mar 2023 16:56:00 -0600 en text/html https://drexel.edu/soe/resources/career-path/rbt-vs-bcba/

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1. Tea Tree Oil for Acne

2. Tea Tree Oil for Healthy Hair

3. Tea Tree Oil for Improving Circulation

4. Tree Tree Oil for Nail Health

5. Tea Tree Oil for Healthy Skin

6. Tea Tree Oil as an Oral Wash

7. Tea Tree Oil as an Antiseptic Skin Cleanser

8. Tea Tree Oil for Respiratory Health

9. Tea Tree Oil as a Household Cleaner

10. Tea Tree Oil for General Wellness

What is a Board Certified Behavior Analyst (BCBA)?